Syllabus Topics 



IN 



AMERICAN HISTORY 

FOR SEVENTH and EIGHTH GRADES 
WITH REQUIRED OUTLINE MAPS AND REGENTS QUESTIONS 

BY 

H. E. REED 




Property of_ 



Published by 

Iroquois Publishing Co., Inc. 

Syracuse, N. Y. 



SYLLABUS TOPICS 

IN AMERICAN HISTORY 

for SEVENTH and EIGHTH GRADES 

with REQUIRED OUTLINE MAPS 

and REGENTS QUESTIONS 



Scope. This book gives the topical outline and the map work required in 
American History for the seventh and eighth grades as given in the New York 
State Syllabus for 1910-1915. 

Regents Examinations. The examinations in history under the new 
Syllabus are reprinted in this book. Future editions will contain these up to 
the date of publication. 

Topics. History should be taught topically. The essential topics are 
given in the Syllabus. It is well worth while to have these topics in print in 
the hands of each pupil. This makes it easy to teach history topically and 
leads pupils to use reference books to supplement their textbooks. It teaches 
pupils to use books in an intelligent way. 

Maps. The Syllabus strongly advises the use of outline maps. Carefully 
filling in the outline maps in this book will greatly help to fix history in the 
minds of the pupils by making the work graphic. Many facts will thus be 
fixed which otherwise would soon be forgotten. 

Use. This book should be used as the basis for history study. Lessons 
should be assigned from it by topics rather than assigning pages of the text- 
book. The map work on a topic should be done after the topic is studied and 
discussed. This holds the results of the study in permanent form for further 
study and review. 

(Copyright, 1912, H. E. Reed, Syracuse, N. Y.) 



AMERICAN HISTORY 



SEVENTH YEAR 



I. American Indians. 



The Algonquins, the Iroquois and the Maskoki ; territory occupied by 
each ; products, mode of life, implements and weapons ; mode of warfare, 
religion, assistance given by the Indians to white settlers ; present Indian 
reservations. (See map opposite page ii.) 

2. Discovery and exploration. 

15th century ideas of the size and shape of the earth; invention of the 
mariners' compass; commercial activity of the time; trade between 
Europe and Asia; objects of the explorers; life and voyages of Columbus; 
brief accounts of John Cabot, Amerigo Vespucci, Ponce de Leon, Balboa, 
Cortez, Pizarro, Cartier, Drake, De Soto, Hudson and Magellan, with the 
discoveries made by each. 

Map Work. An outline map of the western hemisphere, showing in different 
colors the explorations of Columbus, John Cabot, Verrazano, Cartier and 
Hudson. (See map opposite page 13.) 

3. Settlements, 

Virginia : Soil and climate ; charter of the London Company ; settlement 
of Jamestown; aims of the colonists; idleness, sickness, lack of food; 
John Smith ; Pocahontas ; the second charter ; reforms of Governor Dale ; 
the first colonial assembly; tobacco culture, negro slavery, indentured 
servants ; Governor Berkeley ; tyranny of Charles II ; Indian attacks, 
Bacon's rebellion; products, commerce, education, mode of life. (See 
map opposite page 15.) 

Maryland : Lord Baltimore and the persecuted Catholics ; liberal provisions 
of the Maryland charter; Claybourne troubles, Catholics persecuted; the 
Church of England established; industries; Mason and Dixon's line. 
(See map opposite page 15.) 

New England: Puritans and Pilgrims; why the Pilgrims left Holland; 
the Mayflower compact; settlement at Plymouth, sufferings of the set- 
tlers, relations with the Indians; why the Puritans left England; settle- 
ment at Salem; Massachusetts Bay colon^, its charter, settlements at 

©CI.A474788 

nr.T iR ICI7 



Boston and in its vicinity ; the town meeting, the voters ; Roger Williams, 
his banishment, settlement of Rhode Island; Thomas Hooker, settlements 
at Hartford and in its vicinity, kind of government established; New 
Haven and Saybrook settlements; the Pequot War; Connecticut colonies 
united ; persecution of the Quakers ; witchcraft delusion ; New England 
confederacy; King Phillip's War; the Andros government and its over- 
throw ; education ; occupations ; commerce. 

Map Work. On an outline map, locate all the New England settlements made 
before 1750 and mentioned in the textbook. (See map opposite page 17.) 

New York: Explorations by Hudson, Block, Champlain; trading posts; 
Dutch West India Company; Dutch settlements; territory claimed by 
the Dutch; rival claims to New Netherlands; Dutch governors; patroon 
grants; troubles with the Indians, the Sw^edes, the English; demands of 
the people for a voice in the government ; Peter Stuyvesant ; overthrow 
of Dutch rule ; change of name under the English ; Dongan's charter ; 
Leisler's Rebellion ; Zenger trial ; Sons of Liberty ; government ; indus- 
tries; social customs; education. 

Map Work. i. Map of New York, indicating in different colors territory 
occupied by the Iroquois and the Algonquins, and giving the location of 
the capital of the Iroquois Confederacy, the approximate location of each 
of the five important tribes. (See map opposite page 19.) 

2. An outline map of New York giving in different colors, (i) the location 
of the principal Dutch settlements, (2) the principal settlements and forts 
of the English made prior to the Revolution. (See map opposite page 21.) 

3. Relief map of New York state, showing the important waterways and 
mountain ranges. (See map opposite page 23.) 

Pennsylvania: The Quakers; William Penn, his purpose, his grant; Phila- 
delphia settled, its rapid growth ; the Great Charter, its principal pro- 
visions; treaty with the Indians; occupations. (See map opposite page 15.) 

The Carolinas : The first settlers ; the Grand Model and its failure ; indigo 
and rice; tar and terpentine; division into North Carolina and South 
Carolina. (See map opposite page 15.) 

Georgia : How debtors were treated in the i8th century ; Oglethorpe, his 
aims; his plan of government and its failure; hostility of the Spaniards; 
products. (See map opposite page 15.) 



Map Work. An outline map of North America, showing in different colors 
important permanent settlements made by Spain, England, France and 
Holland. (See map opposite page 25.) 

4. The French and English struggle for North America. 

a French claims to territory in North America ; English claims. 

b French explorations and settlements ; Iroquois hostility, its origm, its 

strength ; the Iroquois and Sir William Johnson ; rivalry for trade — 

through Montreal or through Albany. 
c Louisburg and its importance ; the Champlain valley and its importance ; 

French fortifications ; English fortifications ; the Albany Congress. 
d Braddock's defeat and the Battle of Lake George; Montcalm's successes 

— Osw^ego, Fort William Henry, repulse of the English at Ticonderoga. 
e Close of the struggle : Louisburg, Ticonderoga, Crow^n Point, Niagara, 

Quebec. 
/ The treaty of 1763; the French losses; Pontiac's War; the great treaty 

at Niagara. 

Map Work. i. A map showing the principal French and English military 
stations. (See map opposite page 27.) 

2. A map showing the division of North American territory according to 
the treaty of 1763. (See map opposite page 29.) 

5. Development of the colonies. 

Travel and communication ; manufactures ; commerce ; restrictions on 
manufactures and commerce; colonial governments; popular amuse- 
ments; life in the New England town and on the southern plantation; 
effects on the colonies of the French and Indian w^ars. 

6. The Revolution. 

Causes of the Revolution; the First Continental Congress; Lexington 
and Concord; the Second Continental Congress; Bunker Hill; Declara- 
tion of Independence; Washington drives the British out of Boston; 
battle of Long Island; Washington's retreat; Lafayette and Steuben; 
capture of Philadelphia by Howe; Burgoyne's campaign; Valley Forge; 
Arnold's treason; Greene's campaigns in the South; Yorktown; treaty 



of peace; weakness of the government; biographies of Franklin, Wash- 
ington and Robert Morris. 

Map Work. Maps showing the location of principal military events in New 
England, New York, New Jersey and Pennsylvania ; in the Southern 
States. (See maps opposite pages 31, 33, 35, 37.) 

7. The Confederation. 

The 13 original states; points of similarity and of difference; circum- 
stances that forced united action (1775-83) ; disputes between different 
states in regard to land claims, boundaries and regulation of trade ; diffi- 
culties experienced by Congress in enforcing treaties and in collecting 
money from the states ; different kinds of money in circulation ; the 
apparent importance and the real weakness of Congress ; the Ordinance 
of 1787. (See map opposite page 39.) 

This last period and the following require special teaching and exposition. 
Pupils who belong to debating clubs or to other self-governing organi- 
zations will more readily understand constitution-making. 

8. The Constitution. 

The Constitution the highest law of the land ; the advantages of written 
laws ; the three general departments, divisions or functions of govern- 
ment as illustrated in village, city or county government; the three de- 
partments of government provided in the Constitution ; the principal 
duties assigned to each department ; the principal powers denied to the 
United States; the principal powers denied to the state governments; 
why changes in constitutions are sometimes necessary ; how the Con- 
stitution of the United States may be amended ; why the first ten amend- 
ments were added. 

9. Important Dates. 

A few dates thoroughly learned are useful in fixing the succession of 
events. These dates should be associated with the events as they are 
studied and are frequently reviewed as the class progresses. 

a Discovery and exploration, 1492, 1497, 1534, 1588. 

b Settlement, 1607, 1608, 1609, 1614, 1620, 1664, 1689, 1754, 1763. 

c Revolution, 1765, 1774, i775» 1776, I777» 1781. 



EIGHTH YEAR 

10. Review of 7, 8 and 9. 

11. Organizing the government. 

The inauguration of Washington; choosing a Cabinet; duties of Cabinet 
officers; debts and revenues; formation of political parties; the United 
States Bank; the United States Mint; retirement of Washington, and 
his advice in regard to education, a national militia and European friend- 
ships ; troubles with France ; the liberty of the press and the unpopularity 
of John Adams; biographies of Hamilton and Jefferson. 

12. Growth under the Constitution. 

a The purchase of Louisiana ; the Lewis and Clark expedition. 

Map Work. Map of the United States in 1803, showing the original states, 
the states admitted between 1789 and 1803 and the Louisiana Purchase. 
(See map opposite page 41.) 
b War of 1812: causes; winning Lake Erie; defending New York; the 
burning of Washington ; the defense of New Orleans ; effects of the war 
on the settlement of the West and in increasing manufactures in the East. 

Map Work. Map of the United States and Canada, showing the principal 

battlefields of the War of 1812. (See map opposite page 43.) 
c The purchase of Florida. 

Map Work. Map of the United States east of the Mississippi, showing 
outline of the Florida Purchase. (See map opposite page 43.) 

d Opposing forces : increase of cotton-growing and resulting demand for 
more slave territory ; increase of manufactures and resulting protective 
tariff; balancing of free and slave states; Maine and Missouri; the Mis- 
souri Compromise. 

Map Work. Map showing in different colors the free and the slave states 
admitted from 1789 to 182 1 with the date of the admission of each. (See 
map opposite page 45.) 

e Improvements in transportation and travel; the steamboat; the Cum- 
berland road ; the Erie canal ; railways. 



Map Work. Map showing two main lines of travel from the Atlantic to 
the Mississippi (1800-50). (See map opposite page 47.) 

/ Jackson, Clay and Webster ; the " spoils " system ; nullification ; the 

Oregon country. 
g The telegraph. 

h War with Mexico : causes and results ; the discovery of gold in California ; 
how gold in California spoiled plans for the extension of slave territory; 
the compromise of 1850. 

Map Work. Map of the United States showing in different colors the fol- 
lowing: (i) the original states; (2) the Northwest Territory; (3) the 
Louisiana Purchase; (4) the Florida Purchase; (5) Texas; (6) the 
Oregon country ; (7) the Mexican cessions. (See map opposite page 47.) 

13. The Civil War. 

a Causes of the ill feeling between the North and the South; the Dred 
Scott Decision; enforcing the Fugutive Slave Law of 1850; the war in 
Kansas; Uncle Tom's Cabin; John Brown's raid; election of Lincoln. 

b The war: secession of states; Fort Sumter; arming of the North and of 
the South; the first battle of Bull Run and its lessons; the blockade; 
attempts to take Richmond; slicing off the territory of the Confederacy; 
Lee's invasions of northern territory; the final campaign. 

Map Work. Show, by different colors, on an outline map of the United 
States, the free states, the slave states that remained in the Union, the 
states that seceded. (See map opposite page 49. See also map opposite 
page 51-) 

c Great leaders: Lincoln, Grant, Lee, Sherman, Sheridan, Stonewall 
Jackson. 

d Results: Maximilian and the Alabama Claims; the Emancipation Proc- 
lamation; the 13th, 14th and 15th amendments; ignorance and freedom; 
dangers in the Southern states ; how Lincoln and Johnson wished to deal 
with the South; how Congress dealt with the South; carpetbaggers, 
scalawags and Ku Klux; depriving the negro of his vote. 



14. One nation of many states. 

a The purchase of Alaska; products. 

.b Steps of progress : the Atlantic cable ; the first transcontinental rail- 
way ; growth of the West ; the Homestead Act ; cattle and sheep ranches ; 
irrigation ; manufacturing in the South ; education of the negro ; growth 
of cities ; the telephone ; electric traction. 

c The assassination of Garfield and civil service reform. 

d War with Spain and island possessions : Dewey at Manila ; Sampson and 
Schley at Santiago ; Roosevelt and the Rough Riders ; the treaty of peace ; 
territorial additions. 

(Under date of November 28, 191 1, the War Department at Washing- 
ton, through its Bureau of Insular Affairs, gives the following list of 
islands or groups of islands belonging to the United States, with the 
approximate area of each island or group. 

Philippine Islands 115,026 square miles 

Hawaiian Islands 6,449 square miles 

Porto Rico 3,066 square miles 

Guam 150 square miles 

Tutuila and Manua Islands (Samoan 

Group) 80 square miles 

Wake Island 4 square miles 

Midway a few acres 

It further states that in addition to the above there are about 75 small 
islands known as " guano islands " appertaining to the United States.) 

e The Panama canal ; the Hague Tribunal. 

Map Work. Map of island possessions showing relative size. (See map 
on page 52. On this map indicate the latitude and longitude of these 
islands or groups of islands.) 

15. Leaders in literature, science, philanthropy. 

a Irving, Cooper, Hawthorne, Longfellow, Lowell, Whittier, Bryant, 

Greeley. 
b Morse, Fulton, McCormick, Howe, Ericsson, Field, Eads, Bell, Edison. 
c Peter Cooper, Riis, Carnegie. 

16. Important dates. 

1789, 1803, 1812, 1819, 1820, 1825, 1846, 1850, 1861, 1865, 1898. 



17- Actual government. 

a New York State. 

(i) The Legislature: the two houses; how a law is made; the taxing 
power. 

(2) The governor: commands militia; summons and advises the Legis- 
lature; sees that laws are enforced; directs business of the State; signs 
or vetoes bills. 

(3) Justices: try offenders against law; settle disputes; state the mean- 
ing of laws. 

b City governments. 

Local government of each village or city should be studied in its most 
obvious details. The police and fire departments, the care of streets, 
h'ghts, water, sewers, schools give object lessons in civics. Pupils may 
easily be led to discover who are the executive, who the legislative and 
who the judicial officers. 

c County government : supervisors ; sheriff ; county court. 

d National government: 

(i) Legislative: national taxation, kinds of taxes and methods of col- 
lection. 

(2) Executive: finances; army and navy; foreign and home business; 
post offices; agriculture. 

Illustrate by commonly known governmental activities which vary with 
localities. 

(3) Judicial : determining the meaning and value of laws. 
Illustrate by Dred Scott Decision and the decision in regard to income 
tax (1895). 

18. General Reviews. 

From 30 to 40 per cent, of the lessons of the eighth grade may well be 
spent in a general review, preferably by topics such as territorial acces- 
sions, wars, travel and transportation, great inventions, the slavery 
question, the civil service, tariff laws, business panics, postal facilities 
and methods of communication. 



II 



American Indians. 



On the map on the opposite page outline the territory occupied by : (a) 
Algonquins, (b) Iroquois, (c) Maskoki. Draw upon the map the outlines of 
New York State. Locate by crosses on the map the present Indian reserva- 
tions in New York State. Number these crosses and make a key below giving 
the names of these reservations and the tribe of Indians in each. 

Notes. 



13 

Discovery and Exploration. 

Show on the opposite map, using different colored pencils, the voyages and 
explorations of: i, Columbus; 2, John Cabot; 3, Verrazano ; 4, Cartier; 5, 
Henry Hudson ; 6, other noteworthy explorers. (Use red for the English 
explorers, blue for the French, yellow for the Spanish and orange for the 
Dutch.) Number each voyage or exploration on the map and make a key 
below giving the name of the explorer, the country sailed from, the land 
explored and the date. 

Notes. 



15 
Colonies. 

1. Virginia: On the opposite map trace the James river. Locate and name 
Jamestown. 

2. Maryland: On the opposite map locate and name St. Mary's, Anna- 
polis and Baltimore. Draw the Mason and Dixon's line. 

3. Pennsylvania : On the opposite map locate and name Philadelphia and 
New Castle. 

4. The Carolinas : On the opposite map locate and name Charleston and 
New Bern. 

5. Georgia : On the opposite map locate and name Savannah. 

Notes. 




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17 

New England. 

Locate and name on the opposite map the following settlements : Ply- 
mouth, Salem, Massachusetts Bay, Boston, Providence, Hartford, Saybrook, 
New Haven. Also name and locate upon the map any other New England 
settlements, mentioned in your textbook, which were made before 1750. 

Notes. 



19 

New York. 

On the opposite map indicate in different colors the territory occupied by 
the Iroquois and Algonquins in New York State. Show the location of the 
capital of the Iroquois Confederacy. Show the approximate location of each 
of the five important tribes of this Confederacy. 

Notes. 



21 



New York. 



I. With a colored pencil locate the principal Dutch settlements in New 
York State. 2. Using a different colored pencil locate the settlements and 
forts made by the English before the Revolution. 

Notes. 



23 

New York. 

On the opposite map draw the Adirondack mountains, the Catskill moun- 
tains. Trace the principal rivers of the state. With a colored pencil trace 
the route usually taken by the Indians and early settlers from Albany to 
Oswego. This was principally a water route. Write below the names of 
the rivers, lakes, etc., which were a part of this route. (Note : The Barge 
canal follows practically the same route.) With a pencil of another color 
trace the route from Albany into Canada by way of Lake Champlain. 

Notes. 



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25 

Settlements. 

Using different colors show on the opposite map the important permanent 
settlements made by: i, Spain; 2, England; 3, France; 4, Holland. (Use 
red for the English settlements, blue for the French, yellow for the Spanish 
and orange for the Dutch.) Number each settlement on the map and make 
a key below giving the name of each settlement, the country to which it be- 
longed and the date of settlement. 

Notes. 





V 



27 

French and English Military Stations. 

Locate and name on the opposite map: i. The following French military 
stations: Louisburg, New Orleans, Fort Duquesne, Detroit, Quebec, Mont- 
real, Port Royal, Niagara, Fort Le Boeuf, Fort Venango, Fort Frontenac, 
Crown Point, Ticonderoga. 2. The following English military stations : Fort 
William Henry, Fort Edward, Oswego, Fort Necessity, Fort Cumberland. 
(Use blue for the French military stations and red for the English.) 

Notes. 








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29 



Treaty of 1763. 



On the opposite map draw lines showing the division of North American 
territory according to the treaty of 1763. Color the strip along the Atlantic 
coast occupied by English colonies at this date. 

Notes. 




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31 

New England in the Revolution 

On the opposite map locate and name Lexington, Concord, Bunker Hill, 
Dorchester Heights, Boston. 

Notes. 



33 

New York in the Revolution. 

On the opposite map locate Crown Point, Ticonderoga, Albany, New York 
city, Brooklyn Heights, Fort Lee, Fort Washington, Oswego, Bennington, 
Fort Stanwix, Oriskany, Bemis Heights, Saratoga, Stony Point and West 
Point. Show on the map the route taken by Burgoyne's forces and the route 
taken by St. Leger's forces in 1777. Show by dotted lines the route Howe 
was to have taken. 

Notes. 




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35 

New Jersey and Pennsylvania in the Revolution. 

On the opposite map locate Brooklyn Heights, Fort Washington, Fort 
Lee, Morristown, Trenton and Princeton. Draw a line on the map showing 
Washington's retreat from Brooklyn Heights into Pennsylvania. Locate 
Philadelphia, Valley Forge, Germantown, Brandywine Creek and Monmouth. 

Notes. 




^ 



37 

The Southern States in the Revolution. 

Locate on the opposite map Charleston, Savannah, Camden, King's 
Mountain, Cowpens, Hobkirk's Hill, Eutaw Springs, Yorktown. 

Notes. 



39 

Thirteen Original States. 

On the opposite map outline the thirteen original states, noting that Mas- 
sachusetts included Maine; that New York included Vermont; that both 
Massachusetts and New York claimed western New York. Show the western 
land claims of the states in 1783. Locate in each state its principal city at 
that time. 

Notes 



41 

Louisiana Purchase and New States. 

I. On the opposite map outline: (a) the original states, (b) the Northwest 
Territory, (c) the states admitted between 1789 and 1803. Write the name 
or abbreviation in each. 2. Outline the Louisiana Purchase. 3. Trace the 
route of the Lewis and Clark expedition. 

Notes. 



43 

War of 1812 and Florida Purchase. 

On the opposite map mark with a cross each of the following places : De- 
troit, Queenstown Heights, Fort Niagara, Battle of Lake Erie, Sacket Harbor, 
Kingston, Plattsburg, Washington, Baltimore and New Orleans. Number 
the crosses you have made upon the map and write the numbers in the space 
below. After each number write the name of the place or battle which it 
represents. Outline upon the map the Florida Purchase. Locate the follow- 
ing Indian battles: Tippecanoe, Fort Mims, Horseshoe Bend. 

Notes. 



45 

Free and Slave States. 

Color upon the opposite map the states admitted to the Union from 1789 
to 1821. Use a blue pencil for the slave states admitted and a red pencil for 
the free states admitted. Write in the date of admission of each of these 
states. Draw upon this map the parallel 36 degrees, 30 minutes referred to 
in the Missouri Compromise. 

Notes. 



47 

Additions of Territory. 

Show upon the opposite map the two main lines of travel from the Atlantic 
to the Mississippi prior to 1850. Show in different colors the following: 
I, the original states; 2, the Northwest Territory; 3, the Louisiana Purchase; 
4, the Florida Purchase; 5, Texas; 6, the Oregon country; 7, the Mexican 
cessions; 8, Alaska. 

Notes. 



49 

Seceding States. 

Show by different colors on the opposite map the free states, the slave 
states that remained in the Union, and the states that seceded. Make a key 
explaining the colors. 

Notes. 



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51 

Civil War. 

I. On the opposite map locate Washington, Baltimore, Philadelphia, Rich- 
mond. 2. Show by means of a blue pencil the line dividing loyal territory 
from the seceded territory in July, 1861. 3. Using a red pencil draw a line 
showing the seceded territory controlled by Federal troops July 31, 1863 
4. With a yellow pencil enclose the territory held by the Confederates at the 
time of Lee's surrender. 5. With a green pencil show the route of Sherman's 
march to the sea. 6. Locate the principal battle fields of the Civil War as 
given in your textbook. 

Notes. 



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TUTUILA AND MANUA'ISLANDS 
5ca/e:50Mi.ToIU 



POBTO KICO 

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PHILIPPINE 
ISLANDS 

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WAKE ISLAND 



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ISLAND 



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HAWAIIAN ISLANDS 
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PANAMA .■•., 
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53 

REGENTS EXAMINATIONS UNDER THE SYLLABUS 

OF 1910-1915 



ELEMENTARY UNITED STATES 
HISTORY WITH CIVICS 



Wednesday, January 18, 1911 
1.15 to 4.15 p. m., only 



Answer one question from each group. 
Group I 1 How was trade between Ven- 
ice and Genoa and the far east carried on 
before the discovery of America and why 
was a new route desired? 

2 Draw an outline map of North Amer- 
ica and on this map locate, with names, 
five important waterways that aided early 
exploration and settlement. 



Group II 3 Who was the founder of the 
Georgia colony? Why was this colony- 
founded? Was the effort successful? 
Why? 

4 Explain how in Virginia and in Mas- 
sachusetts the settlers learned from the 
Indians much that was of assistance to 
them. 



Group III 5 Compare the home life in a 
New England town during colonial times 
with the home life on a southern planta- 
tion during the same period. 

6 Tell why manufacturing and com- 
merce were not carried on more exten- 
sively in the colonies. 



Group IV 7 Explain briefly what each of 
five of the following persons did in connec- 
tion with the Revolutionary period: (o) 
Patrick Henry, (b) Samuel Adams, (c) 
General Burgoyne, (d) General Herkimer, 
(e) Ethan Allen, (/) John Paul Jones, (g) 
Robert Morris, (h) Benjamin Franklin. 

8 Give an account of one of the follow- 
ing: (o) Arnold's treason, (b) the retreat 
across New Jersey, (c) the siege of York- 
town. 



Group V 9 Was the national government 
weak or strong under the Articles of Con- 
federation? Why? 

10 What was the Ordinance of 1787? 



What territory was organized by that 
ordinance? 



Group VI 11 How often and for what 
purposes is a census taken? 

12 Compare approximately, with refer- 
ence to area, population and number of 
states, the United States at the present 
time with the United States in 1790. 



Group VII 13 Give a cause of each of the 
following wars: (a) War of 1812, (b) 
Seminole War, (c) Mexican War, (d) 
Civil War, (e) Spanish-American War. 

14 Mention an incident in United States 
history referred to in each of two of the 
following quotations: 

a By the rude bridge that arched the flood, 
Their flag to April's breeze unfurled, 
Here once the embattled farmers stood, 
And fired the shot heard round the world. 

^ Exult, O shores, and ring, O bells! 
But I, with mournful tread. 
Walk the deck my Captain lies. 
Fallen cold and dead. 

C " Shoot, if you must, this old gray head, 
But spare your country's flag," she said. 

d Nail to the mast her holy flag. 
Set every threadbare sail. 
And give her to the god of storms, 
The lightning and the gale! 



Group VIII 15 Explain why each of three 
of the following events had an important 
effect on the outcome of the Civil War: 
(o) the battle between the Merrimac and 
the Monitor, (b) the battle of Vicksburg, 
(c) the issuing of the Emancipation Pro- 
clamation, (d) Sherman's March to the 
Sea. 

16 State reasons why you regard Ulys- 
ses S. Grant as a great man. 



Group IX 17 What is the Panama canal? 
Who is building it.'' Why? 

18 Mention three additions that have 
been made to the territory of the United 
States since 1789 and tell how two of them 
were acquired. 



54 



Group X 19 Give three qualifications of 
a voter in the State of New York. If the 
governor of the state resigns or dies who 
takes his place? Who is the present gov- 
ernor? 

20 What is meant by the president's 
vetoing a bill? When the president vetoes 
a bill how may it become a law? 

ELEMENTARY UNITED STATES 

HISTORY WITH CIVICS 

Wednesday, June 14, 19il, 

1.15 to 4.15 p.m.. only 



Answer one question from each group. 
Group 1 1 Name two of the more power- 
ful North American Indian tribes [*] and 
tell what territory was occupied by sach 
tribe named [6]. 

2 Write briefly on the uses of iwo of the 
following to the Indian: (a) the snow- 
shoe, (b) the birch bark canoe, (c) wam- 
pum, (d) totems. [10] 
Group II 3 Draw a map of North Ameri- 
ca [2] and on it indicate by name the 
section explored by each of the following: 
(a) John Cabot [2], (b) De Soto [2], (c) 
Cartier [2], (d) Henry Hudson [2]. 

4 Mention one important thing that 
each of five of the following men did: 
(a) John Smith, (b) Roger Williams, (c) 
William Penn, (d) James Oglethorpe, (e) 
Lord Baltimore, (f) Peter Stuyvesant, 
(g) Miles Standish. [10] 



Group III 5 Give two results of the 
French and Indian wars. [10] 

6 Give an account of Braddock's defeat 
at Fort Duquesne [5] and General Wolfe's 
victory at Quebec [&]. 



Group IV 7 Write concerning severe or 
peculiar punishments for crime in the 
colonial days. [10] 

8 Show the commercial advantage of 
each of two of the following inventions: 
reaper, cotton gin, steamboat, sewing 
machine, telephone, wireless telegraphy. 

[10] 



Group V 9 Why did the English strike 
the first blow of the Revolution in New 
England? [10] 

10 Who was Paul Revere and what ser- 
vice did he render his country? [10] 



proximately the route followed [5] and 
giving one important result to this coun- 
try of that expedition [5]. 

12 Name two of the island possessions 
of the United States [4] and tell how each 
was obtained [6]. 

Group VII 13 Give one important cause 
of the Civil War [3]. Name (a) five slave 
states that seceded from the Union [5], 
(b) two slave states that remained in the 
Union [2]. 

14 State one reason why each of the fol- 
lowing events was important to the Union 
cause: (a) the capture of Vicksburg [5], 
(b) the battle of Gettysburg [5]. 



Group VIII 15 If the United States sen- 
ators are to be elected by direct vote of 
the people, the Constitution of the United 
States must be amended; state one way in 
which this may be done. [10] 

16 Mention two important duties of the 
governor of New York State. [lOl 



Group IX 17 Give the tit^e of the high- 
est executive officer in (a) the nation, (b) 
the state, (c) the city. [10] 

18 Explain what is meant by (a) a di- 
rect tax [3], (b) an indirect tax [3]. Give 
an example of each [*]. 



Group VI 11 Give an account of the 
Lewis and Clarke expedition, stating ap- 



Group X 19 State by whom and under 
what circumstances each of thr-e of the 
following quotations was uttered: [10] 
a Disperse, you rebels; lay down your 

arms! 
b There are the redcoats; we must beat 

them today, or Molly Stark is a 

widow. 
c I regret that I have but one life to lose 

for my country. 
d We have met the enemy and they are 

ours. 
e No terms except an unconditional sur- 
render can be accepted. 

20 Mention the incident referred to in 
each of two of the following quotations: 

[10] 

a " Brave Admiral, say but one good word 
What shall we do when hope is gone?" 
The words leapt like a leaping sword 
"Sail on! sail on! sail on! sail on!" 

b One, if by land, and two, if by sea; 
And I on the opposite shore will be, 
Ready to ride and spread the alarm 



55 



Through every Middlesex village and 

farm, 
For the country folk to be up and to arm. 
C Then striking his spurs with a terrible 
oath 
He dashed down the line, 'mid a storm 

of huzzas 
And the wave of retreat checked its 

course there, because 
The sight of the master compelled it to 
pause. 
d But in a larger sense we can not dedi- 
cate, we can not consecrate, we can 
not hallow this ground. The brave 
men, living and dead, who struggled 
here, have consecrated it far above 
our poor power to add or detract. 



ELEMENTARY UNITED STATES 
HISTORY WITH CIVICS 

Wednesday, January 17, 1912 
1.15 to 4.15 p. m., only 



Answer one question from each group. 

Group I 

1 Connect an important event in Ameri- 
can history with each of five of the follow- 
ing dates: 1492, 1497, 1609, 1620, 1776, 1825, 
1865. [10] 

2 Give an account of the first voyage of 
Columbus to America, mentioning (a) one 
motive that prompted him to attempt the 
voyage, (b) one difficulty that he encoun- 
tered in finding aid, (c) one hardship that 
he encountered, (d) the place where he 
landed in the western hemisphere, (e) the 
people he found. [10] 

Group II 

3 Give an account of the founding of 
one of the following, mentioning (a) the 
nationality of the founders, (h) a leader 
in the colony, (c) circumstances that 
caused the founders to leave their native 
country, (d) the date of founding, (e) the 
location of the colony: New Amsterdam, 
Plymouth, Pennsylvania. [10] 

4 Mention an important work accom- 
plished by each of three of the following: 
La Salle, Sir Francis Drake, Champlain, 
Franklin, Boone. [10] 

Group III 

5 State three things that the white men 
learned from the Indians. [10] 

6 In what two ways did the settlement 
of this country by white men make it 
difficult for the Indians to live? [10] 

Or 



Mention one method by which the In- 
dians and the white men could settle their 
disputes [5] and state an instance ii. which 
this method was employed in settling a 
dispute [5]. 

Group IV 

7 Give two natural causes and one arti- 
ficial cause that have helped to make New 
York the_ Empire State. [10] _ 

8 Mention two events occurring between 
1840 and 1870 that assisted in the rapid 
development of the Pacific coast. [10] 

Group V 

9 When and where did the First Con- 
tinental Congress meet? Mention one 
thing that was done by hat Congress. [10] 

10 Mention an important service ren- 
dered to this country by each of three 
of the following: Baron Steuben, Philip 
Schuyler, Nicholas Herkimer, Robert Ful- 
ton, Harriet Beecher Stowe. [10] 

Group VI 

11 Give an account of Washington's re- 
treat across New Jersey. State the cause 
and the results of this retreat. [10] 

12 Arrange in order the following 
events, beginning with the earliest: the 
annexation of Texas, the purchase of 
Alaska, the first railway in America, the 
Louisiana Purchase, the invention of the 
telegraph. [lO] 

Group VII 

13 State a cause of the War of 1812 [5]. 
Name and locate a land battle and a naval 
engagement of that war [5]. 

14 What eflfect had the War of 1812 on 
manufacturing in America? Why? [10] 

Group VIII 

15 Give a brief account of one of the 
following: the blockade of the Southern 
ports in 1861, the Alabama Claims, Lee's 
second invasion of the North. [10] 

16 What war began in 1861? What is 
meant by that kind of war? State (a) one 
cause of that war, (h) two questions set- 
tled by that war. [10] 

Group IX 

17 Mention one benefit to thepeople of 
this country that may be derived from 
each of the following: (a) the Panama 
canal, (b) irrigation of the arid lands, (c) 
preservation of the forests, (d) improve- 
ment of the country roads, (e) improve- 
ments in the methods of agriculture. [10] 

18 Write an important fact about_ each 
of three of the following: James Fenirnore 
Cooper, Elias Howe, Cyrus W. Field, 
Peter Cooper, Andrew Carnegie. [10] 



56 



Group X 

19 Which amendments have been made 
to the United States Constitution since 
the Civil War? State the provisions of 
one of them. [10] 

20 What are the departments of the 
state government? Of what does each 
department consist? [10] 

Or 
When did the present session of Con- 
gress convene? When does General Elec- 
tion day alw^ays occur? [10] 

ELEMENTARY UNITED STATES 
HISTORY WITH CIVICS 

Wednesday, June 19, 1912 
1.15 to 4.15 p. m., only 



Answer one question from each group. 
Group I 

1 Name five European nations that have 
claimed territory in North America and 
mention a region claimed by each. [10] 

2 Mention four articles made by the 
Indians [■*]. Mention three chief articles 
that they gave in exchange when trading 
with the whites [3]. State three things 
that they took in exchange [3]. 

Group II 

3 Write a brief account of the settle- 
ment of Jamestown, giving (a) one aim of 
the colonists [4], (b) two causes of fail- 
ure [4], (c) the principal industry of the 
settlers [2]. 

4 Who founded Maryland [*]? What 
was the motive or purpose of the found- 
ers [6]? 

Group III 

5 Draw an outline map of New York 
State, showing the Adirondack and Cats- 
kill mountains, the Hudson, Mohawk and 
Genesee rivers and the approximate lo- 
cation of the five important tribes of the 
Iroquois confederacy. [10] 

6 Whom did the Iroquois aid during 
the Revolutionary War [5]? For what 
reason [5]? 

Group IV 

7 Explain two of the following: (a) the 
Stamp Act, (b) the writs of assistance, 
(c) the Navigation Acts, (d) the com- 
mittees of correspondence. [lO] 

8 Give an account of Burgoyne's in- 
vasion, touching on (a) the plans of the 
British, (b) their ptfrpose or object, (c) 
the names of tzvo battles fought, (d) one 
result of the campaign. [10] 



Group V 

9 Name the 13 original states. [10] 

10 Mention three defects in the Articles 
of Confederation and two provisions of 
the Constitution that have remedied these 
defects. [lO] 

Group VI 

11 Mention five cabinet offices and give 
one duty pertaining to each. [10] 

12 Explain one of the following: (a) 
the United States mint, (b) sources of 
the United States government revenue, 

(c) political party, (d) protective tariff. 

[10] 

Group VII 

13 Write an important fact about each 
of the following: (a) Alexander Hamil- 
ton, (b) Daniel Boone, (c) Henry Clay, 

(d) Robert Fulton, (e) Thomas Jefferson. 

[10] 

14 Write about the Cumberland road, 
telling (a) what sections of the country 
it connected [4], (b) two benefits that the 
nation derived from it [6]. 

Group VIII 

15 Tell what Grant and Sherman did in 
the final campaign of the Civil War to 
break down the power of the Confed- 
eracy. [10] 

16 Tell what one of the following was 
and explain how it affected the feeling 
between the North and the South: (a) 
John Brown's raid, (b) the Dred Scott De- 
cision, (c) the Fugitive Slave Law of 
1850. [10] 

Group IX 

17 Mention one benefit to the people of 
this country that has been derived from 
each of two of the following: (a) the 
Homestead Act, (b) the transcontinental 
railways, (c) the electric traction, (d) the 
Hague Tribunal, (e) the Atlantic cable. 

[10] 

18 Name (a) the political party that 
elected John Adams president, (b) the 
political party that elected Thomas Jef- 
ferson president [5]. Mention a political 
belief for which each of these parties 
stood [5]. 

Group X 

19 What officer is at the head of the 
executive department of the United States 
[4]? Mention two of his duties [6]. 

20 Give in regard to state senators (a) 
the manner of election [*], (b) the term 
of office [3]. Who is the presiding officer 
of the state senate [3]? 



57 



ELEMENTARY UNITED STATES 
HISTORY WITH CIVICS 



Wednesday, January 22, 1913 
1.15 to 4.15 p. m., only 

Answer one question from each group. 
Group I 1 State two reasons why it was 
difficult for Columbus to get enough aid to 
make his first voyage to America. [10] 

2 Write a short account of Sir Walter 
Raleigh, telling what he did in connection 
with America. [10] 

Group II 3 Draw an outline map of New 
York State and on it indicate approximately 
the territory occupied by each of the tribes 
of the Iroquois confederacy. [10] 

4 Give an account of the relations between 
the Indians and the English in New York 
State [2]. State two advantages that the 
white man had over the Indian in war and 
two advantages that the Indian had over the 
white man in war [8]. 

Group III 5 What European nation estab- 
lished the first permanent settlement in what 
is now the United States [5] ? Where [3] 
and in what year [2] was the settlement 
made? 

6 Draw an outline map of the Atlantic 
coast region [4] and on it indicate the sec- 
tions settled by (a) the English [2], (b) the 
Dutch [2], (c) the Swedes [2]. 

Group _IV 7 Mention three European na- 
tions with whom England struggled for con- 
trol in North America. [10] 

8 Explain why it was important for the 
English in the French and Indian War to 
capture each of the following French strong- 
holds : Fort Duquesne, Crown Point, Que- 
bec. [10]. 

Group V 9 Give an account of the work of 
such men as Marion, Sumter and Pickens in 
the South during the Revolution. [10]. 

10 Name five important battles of the 
Revolution and give a result of each. [10]. 

Group VI 11 State in what way each of 
the following aided in the development of 



the West ; (a) the building of the Cumber- 
land or National road, (b) the digging of the 
Erie canal. [10]. 

12 What territory was included in the 
Louisiana Purchase? How and from whom 
was this acquired? [10] 

Group VII 13 What was the Embargo Act 
preceding the War of 1812 and why was it 
enacted? [10] 

14 Mention an event during the War of 
1812 that brought each of the following into 
prominence : William H. Harrison, Com- 
modore MacDonough, Andrew Jackson, Cap- 
tain Perry, Tecumseh. [10] 

Group VIII 15 Mention two of the great 
compromise measures in the time of Henry 
Clay and state the principal terms of one of 
these measures. [10] 

16 Why did Congress usually admit a free 
state and a slave state at nearly the same 
time [4] ? What effect did the increase in 
the production of cotton have on the exten- 
sion of slavery [6] ? 

Group IX 17 Write a short account of the 
first battle of Bull Run, mentioning the 
events connected with it and the effects of 
the battle. [lO] 

18 State one advantage that the North had 
over the South at the beginning of the Civil 
War and one advantage that the South had 
over the North at that time. [10] 

Group X 19 What are the important duties 
of the governor of a state? [10] 

20 Explain tzvo important powers of the 
Congress of the United States. [10] 



ELEMENTARY UNITED STATES 
HISTORY WITH CIVICS 



Wednesday, June 18, 1913 
1.15 to 4.15 p.m., only 



Answer one question from each group. 

Group I 1 Show that the great persever- 
ance of Columbus, both before he sailed and 
during the voyage, enabled him to discover 
America. [10] 



58 



2 State the purpose and the result of (o) 
the expedition of Cortez in Mexico, (b) the 
expedition of Ponce de Leon in Florida. [10] 

Group II 3. Write an account of the first 
colonial assembly, giving the year [3] and the 
colony [3] in which it met and stating the 
reason why it was called [*]. 

4 Write a short paragraph about the May- 
flower compact, telling for what group of 
people it was drawn up [3], why it was 
drawn up [3], and giving the main pro- 
vision of the compact [4]. 

Group III 5 Show a difference between the 
colonies of Massachusetts and Pennsylvania, 
as to (a) government, (b) religious freedom. 

[10] 

6 What reasons are there for calling Frank- 
lin a great American? [10] 

Group IV 7 Explain why Montreal and 
Albany were important centers from 1750 to 
1760. [10] 

8 Just before the French and Indian War 
what was done to bring about a union of the 
colonies [6] ? What motto was printed by 
Franklin to show the need of union [4] ? 

Group V 9 State two immediate or direct 
causes of the Revolution [*]. Mention tzvo 
attempts made by the colonists to induce 
England to deal justly by them [6]. 

10 State t7Mo of the most serious difficulties 
that the colonists had to meet during the 
Revolution. Show why these difficulties were 
serious. [10] 

Group VI 11 Show the importance in the 
American Revolution of the battle of (o) 
Long Island, (b) Saratoga. [10] 

12 Mention an important question that led 
to dispute between different states under the 
Confederation. Show why this question was 
important. [10] 

Group VII 13 What is a United States mint 
[5] ? Name two cities where mints are lo- 
cated [5]. 

14 What was the main provision of the 
Kansas-Nebraska Bill ? [10] 

Group VIII 15. State tzvo reasons why the 
South suffered more than the North in the 
Civil War. [10] 



16 Mention two of the decisive battles of 
the Civil War and state why each was de- 
cisive. [10] 

Group IX 17 Mention two naval battles in 
the war with Spain. Name tzvo possessions 
that the United States acquired from Spain 
as a result of this war. [10] 

18 Make a list of five important inventors 
since the Revolution and give one invention 
of each. [10] 

Group X 19 Name two of the three de- 
partments of the New York State govern- 
ment and mention a duty of each department 
named. [10] 

20 Name the president and the vice presi- 
dent of the United States, and the governor 
of New York State [6]. In case of the death 
of both the president and the vice president 
who would succeed to the presidency [4] ? 

ELEMENTARY UNITED STATES 
HISTORY WITH CIVICS 



Wednesday, January 21, 1914, 
1.15 to 4.15 p. m., only 



Answer one question from each group. 

Group I 

1 State the purpose and an important re- 
sult of the explorations of each of tzvo of the 
following : John Cabot, Cartier, Hudson, 
Magellan. [10] 

2 What explorer was the founder of the 
French power in America [5] ? Name three 
lakes and two rivers that he discovered [5]. 

Group II 

3 State why the Puritans left England and 
why the Pilgrims left Holland [6]. What 
was the Mayflower compact [4] ? 

4 Locate three trading posts that were 
early established by the Dutch in what is now 
New York State and give the names of the 
first tzvo settlements made by them. [10] 

Group III 

5 What European nations had control of 
North America at the close of the French 
and Indian War? State approximately the 
territory controlled by each. [10] 



59 



6 Write a short paragraph, telHng what the 
popular hoHday amusements were in the New 
England and the Southern colonies. [10] 

Group IV 

7 Name tzvo of the great leaders among 
the colonists who were active against the 
tyranny of England just before the Revolu- 
tion. State three ways in which the people 
showed their resentment against the tyranny 
of England. [10] 

8 State two acts of the Second Continental 
Congress that united the colonies during the 
Revolution. [10] 

Group V 

9 Mention and briefly explain two questions 
that led to disputes between the different 
states under the Confederation. [10] 

10 State some of the difficulties experienced 
by Congress in obtaining money to carry on 
the Revolution. [10] 

Group VI 

11 Give an account of Perry's victory on 
Lake Erie. [lO] 

12 What is meant by the Monroe Doctrine? 
What troubles led to the purchase of Florida 
from Spain? [10] 

Group VII 

13 Draw an outline map of the United 
States west of the Mississippi and shade it so 
as to indicate tzvo additions of territory be- 
tween 1840 and 1855. Give the name of each 
territorial addition thus indicated. [10] 

14 Tell what is meant by each of the fol- 
lowing : (a) free trade, {b) spoils system, 
(c) Cumberland road, (of) fugitive slave law, 
{e) slave states. [10] 

Group VIII 

15 Give an account of two efforts to take 
Richmond made by the Union army [S]. Why 
did the Union forces wish to take Rich- 
mond [2] ? 

16 What is meant by blockade [5] ? Why 
was it considered important to blockade the 
Southern ports in the Civil War [5] ? 

Group IX 

17 Name (o) two great American states- 
men, {b) two great American women, (c) 



tvjo great American philanthropists, (rf) two 
great American generals of the Revolutionary 
War, {e) tzvo great American poets. [10] 

18 What waters does the Panama canal 
connect? What will be (a) its chief advant- 
age to the world, (b) its two chief advantages 
to the United States? [lo: 

Group X 

19 Mention iiuo powers denied to the States 
by the Constitution. [10] 

20 How many amendments have been made 
to the United States Constitution [2]? What 
subjects were treated in the last two amend- 
ments [8] ? 



ELEMENTARY UNITED STATES 
HISTORY WITH CIVICS 



Wednesday, June 17, 1914, 
1.15 to 4.15 p. m., only 



Anszvcr one question from each group. 
Group I 

1 Give an account of the early life of 
Columbus. State how he obtained his know- 
ledge of the sea and how he came to believe 
in a shorter route to India. [10] 

2 Name the discoverer of each of the fol- 
lowing : St Lawrence river. Lake Champlain, 
Mississippi river, Pacific ocean, Hudson river. 

[10]. 

Group II 

3 Give with reference to each of the fol- 
lowing states (a) the purpose of settlement, 
{b) the person or people by whom it was 
settled : Maryland, Pennsylvania, Georgia, 
New York, Massachusetts. [10] 

4 State why the Iroquois would not fight 
for the French in the French and Indian 
War [2]. Mention four important British 
victories of this war, tzvo of which were on 
French soil [S]. 

Group III 

5 Write an account of two of the follow- 
ing: (a) the Navigation Laws, (b) the Stamp 
Act, (c) the Boston Tea Party, (d) Com- 
mittees of Correspondence. [10] 

6 Why was New York's geographic posi- 
tion of importance during the Revolution [5] ? 
Illustrate by a map [5]. 



6o 



Group IV 

7 What was the cause of the War of 1812 
[3] ? What portion of the country did not 
want war [i] ? Why [-] ? Name fivo 
American generals of that war who afterward 
became presidents [2]. How was it possible 
that the battle of New Orleans could have 
been fought after the treaty of peace had 
been signed [-] ? 

8 Give the name and the author of a piece 
of literature that you have used or studied in 
connection with each of the following: (a) 
the Colonial period, (b) the Revolution, (c) 
the War of 1812. (d) the Civil War. [lO] 

Group V 

9 Exiplain one of the following and show 
its effect on the nation : (a) the Monroe 
Doctrine, (b) the Missouri Compromise, (c) 
the Dred Scott Decision. [10] 

10 What was the principal cause of the war 
with Mexico in 1846 [5] ? What territory 
did the United States gain in the final settle- 
ment of this war [5] ? 

Group VI 

11 Give the following information concern- 
ing the first introduction of slavery: (a) 
when it was introduced, (&) where it was 
introduced, (c) its purpose. [10] 

12 In the Civil War why were so few 
battles fought on the sea [5] ? What was 
the principal use of the navy during this 
war [5] ? 

Group VII 

13 Describe the batjle of the Merrimac and 
Monitor [5]. What would probably have 
happened if the Merrimac had beaten the 
Monitor [5] ? 

14 Name two of the five additions to 
United States territory since the Civil War 
[5]. Tell how each of the two was acquired 

Group VIII 

15 Name five men who by their inventions 
have had a great influence on the history of 
the United States and give an invention of 
each. [10] 

16 Write briefly on the Spanish-American 
War, giving (a) its cause [2], (b) /zc/o great 
naval battles [4], (c) two provisions of the 
treaty of peace [4]. 



Group IX 

17 State one thing for which eacli of the 
following persons became noted : Walter 
Raleigh, Peter Stuyvesant, Robert Morris, 
Theodore Roosevelt, Magellan, Robert E. 
Lee, Henry W. Longfellow, Betsy Ross, 
Alexander Hamilton, Grover Cleveland. [10] 

18 Give a famous utterance of each of four 
of the following and tell how it shows the 
spirit of the man or his times : John Smith, 
Patrick Henry, Charles C. Pinckney, Oliver 
H. Perry, Daniel Webster, Abraham Lincoln, 
Henry Clay. [10] 

Group X 

19 Name (a) the president of the United 
States, (i>) the vice president of the United 
States, (c) a United States senator from New 
York State, (rf) the governor of New York 
State, (e) the supervisor of your town or 
the mayor of your city. [10] 

20 Name the three departments of the 
L'nited States government [^]. State c);;t' 
function or duty of each department. [5] 



ELEMENTARY UNITED STATES 
HISTORY WITH CIVICS 



Wednesday, January 20, 1915, 
1.15 to 4.15 p. m., only 



Anszi'cr one question from each group. 

Group I 

1 Write briefly on the discoveries and the 
explorations of John and Sebastian Cabot. 

[10] 

2 Write an account of De Soto's last ex- 
pedition, covering the following points : the 
object, the route taken, an incident of the 
expedition, the result, [lo] 

Group II 

3 Draw a map of New York State [2]. On 
it locate the Hudson river [1], New Amster- 
dam [1], Fort Orange [l], the territory oc- 
cupied b)^ each of /fir Indian tribes, naming 
the tribes [5]. 

4 Where and in what year was the first 
permanent Spanish settlement made? the 
first permanent English settlement? the first 
permanent Dutch settlement [6] ? Give an 
account of one of these settlements, showing 



6i 



the dangers and the hardships of the settlers 

Group III 

5 Write on one of the following: King 
Philip's War, the banishment of Roger Wil- 
liams, the fall of Quebec. [^^] 

6 What territory did the English gain by 
the French and Indian War? How did this 
war prepare the colonists for the Revolution- 
ary War? [10] 

Group IV 

7 Write an account of each of tzvo of the 
following : the Boston Massacre, the Writs 
of Assistance, the Albany Congress, the "four 
intolerable acts," the First Continental Con- 
gress. [10] 

8 Answer both a and b : 

a Associate an important fact in the 
histor}- of our country with each of five 
of the following men : La Salle, 
Champlain. John Smith, Henry Hud- 
son. Roger Williams, Ponce de Leon, 
William Penn. [5] 

b Name fii'c important battles of the 
Revolution. Tell where each was 
fought and state which side was vic- 
torious. [5] 

Group V 

9 What was the chief cause of the War of 
1812 [5] ? What was the chief result of this 
war [0] ? 

10 Answer both a and b : 

a Write on one of the following : The 
Alien and Sedition Laws, the invention 
of the steamboat, Lewis and Clark's 
expedition. [5] 

b Name three states organized from the 
territory of the Louisiana Purchase 
and /u'o states organized from the 
territory ceded to the United States 
as a result of the Alexican War. [5] 

Group VI 

11 Show that the Missouri Compromise 
was violated bv the Kansas-Nebraska Bill of 
1854. [10] 

12 Each of the following pieces of liter- 
ature refers to an important event in history : 
name the event and give the author of the 
poem: (a) The Star-Spangled Banner, (b) 
Barbara Frietchie, (c) Paul Revere's Ride, 
(d) O Captain! mv Captain! (c) Battle 
Hymn of the Reptiblic. [lO] 



Group VII 

13 Why was it important for the North to 
blockade the Southern ports during the Civil 
War [5] ? What was Lincoln's reason for 
the Emancipation Proclamation [5] ? 

14 Name three important battles won by 
the L^nion forces in gaining control of the 
Alississippi river [6]. Show how the control 
of the Mississippi was most important to the 
Union cause [4]. 

Group VIII 

15 Write a biography of one of the follow- 
ing: Daniel Webster, Henry Clay, Andrew 
Jackson, U. S. Grant, Daniel Boone, Clara 
Barton, Eli Whitney. [10] 

16 Name tzn'o great American philanthrop- 
ists and tell something each has done. Name 
tzvo poets, one novelist and tzvo writers of 
prose (not fiction) and tell something each 
has written in connection with the history of 
our country. [10] 

Group IX 

17 What are tiz'e of the great labor savin? 
inventions of the last hundred years? [10] 

18 What is meant by each of five of the 
following terms : protective tariff, internal 
improvements, slavery, carpetbaggers, natur- 
alization, squatter sovereignty, income tax, a 
neutral country? [10] 

Group X 

19 How are United States senators chosen? 
[5] How many are chosen from each state 
[3] ? How long do they serve [-] ? 

20 What is the part of the legislature and 
of the governor in the making of new laws? 

noi 



ELEMENTARY UNITED STATES 
HISTORY WITH CIVICS 



Wednesday, June 16, 1915, 
1.15 to 4.15 p. m., only 



Auszver one question from each group. 
Group I 

1 Name five European nations that claimed 
territory in America during the exploration 
period and state approximately what section 
each nation claimed. [10] 

2 About the time of Columbus, what tzvo 
inventions in Europe encouraged exploration 
and travel [6] ? What was the immediate 



62 



object of the early voyagers in sailing west 
from Europe [4] ? 

Group II 

3 State the purpose of the settlement of 
each of two of the following: Massachusetts, 
Georgia, Rhode Island, Pennsylvania, Mary- 
land. [10] 

4 Give an account of two of the follow- 
ing: (o) the first colonial assembly, (b) 
Salem witchcraft, (c) the introduction of 
negro slavery, (d) the patroon system in 
New Netherland. [10] 

Group III 

5 State an important fact concerning each 
of the following: (o) George III, (b) the 
Stamp Act, (c) the Boston Tea Party, (d) 
Lafayette, (e). John Paul Jones. [10] 

6 Associate an important fact with each 
of the following dates: 1775, 1776, 1777, 
1781, 1783. [10] 

Group IV 

7 Write on one of the following: (a) the 
Monroe Doctrine, (b) the impressment of 
American seamen by England, (c) the 
Louisiana Purchase. [10] 

8 Write on one of the following: the war 
with Tripoli, the Embargo of 1807, the dis- 
covery of gold in California. [10] 

Group V 

9 What two questions of serious import- 
ance in the liistorv of our country were 
settled by the Civil War? [10] 

10 Associate an important fact with each of 
£ve of the following : Daniel Webster, John 
Quincy Adams, John C. Calhoun, Winfield 
Scott, Horace Greelev, Abraham Lincoln, 
Henry Clay. [10] 

Group VI 

11 Name the 13 original colonies [6]. How 
many states are there in the United States? 
[4] " 

12 Name three island possessions of the 
United State's and tell how each was ac- 
quired. [10] 



Group VII 

13 Locate one of the following and explain 
its importance: (o) the Barge canal, (b) the 
Panama canal. [10] 

14 State who each of tive of the following 
is : William Jennings Bryan, Colonel 
Goethals, Elihu Root, George Dewey, Charles 
S. Whitman, Thomas A. Edison, Robert E. 
Peary. [10] 

Group VIII 

15 Give an important fact connected with 
each of five of the following: Samuel F. B. 
Morse, Alexander Graham Bell, Robert Ful- 
ton, Cyrus W. Field. EH Whitney, EHas 
Howe, Cyrus McCormick. [10] 

16 Name (a) an invention that has in- 
creased our manufacturing power, (b) an 
invention that has improved our means of 
transportation, (c) an invention that has in- 
creased our agricultural production, (d) an 
invention that safeguards human life, (e) an 
invention that lightens the duties of the 
housewife. [10] 

Group IX 

17 State what incident in the history of the 
United States is referred to in each of the 
following quotations: [10] 

a And the heavy night hung dark 
The hills and waters o'er, 
When a band of exiles moored their bark 
On the wild New England shore. 

b One, if by land, and two, if by sea ; 
And I on the opposite shore will be, 
Ready to ride and spread the alarm 
Through every Middlesex village and farm. 

18 Give the title of a poem that deals with 
some event or period in American history, 
written by each of three of the following 
authors : Longfellow, Whittier, Bryant, 
Francis Scott Key, Julia Ward Howe. [10] 

Group X 

19 Name two duties of the governor of this 
state [4]. Name two other state officials and 
give one duty of each [6]. 

20 Name the two houses of the legislative 
department of the national government [4] 
and give the title of the presiding officer of 
each house [^]. 



63 
Notes. 



64 
Notes. 



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HECKMAN |±| 
BINDERY INC. |§| 

DEC 88 

N. MANCHESTER, 




